Wiemer, Tobias and Rothe, Marius
(2023)
Augmented reality to support self-directed learning in practical technology teacher training: presentation of the SelTecAR project and investigation of the conditions for success.
In:
PATT40, Liverpool 2023: Pupils’ Attitudes Towards Technology Conference: diverse experiences of design and technology education for a contemporary and pluralist society.
Liverpool John Moores University, Liverpool, pp. 1-12.
ISBN 978-1-3999-6726-6
Abstract
Augmented reality (AR) can be a useful tool to support self-directed learning processes. This possibility is being used in the SelTecAR project (Self-directed Learning in Technical Studies through Augmented Reality) by the Technical Education working group at the University of Oldenburg to improve the manual-practical training of technical education students and to consider more strongly that some students with previous experience can link to previously acquired skills, whereas the other students cannot. Therefor a new learning concept is being developed for the technology teacher training workshop module, which enables AR-supported self-directed learning with flexible learning times and assistance. Within the project, an augmented reality environment is created in the workshops where teaching takes place, in which students can use their own smartphones to view instructions as overlays or video tutorials and call up important information on tools or machines. For the purpose of scientific monitoring, support needs are determined in order to be able to set up the AR environment in a targeted manner; in addition, conditions for success in the use of the AR environment are investigated. The results of the self-directed learning needs assessment show that working with machine tools and circuit design are learning content areas that require support for self-directed learning. The investigation of the conditions for success in implementing such an environment happens within the development. Several points became apparent. Among other things, the selection of the right software plays a major role depending on the support needs. In addition, access must be low-threshold (use of the private smartphone, without login, etc.) and the use must be integrated into the instruction phases preceding the self-learning phases.
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